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Abstract
PurposeThe purpose of this paper is to analyze students' reflective writing in terms of identifiable outcomes and explore students' thoughts on reflection and reflective writing as a process.Design/methodology/approachA mixed methods approach is taken with a qualitative analysis of 116 written reflections from MA Librarianship studying management over an eight‐month period. A quantitative statistical analysis assesses the relationships between reflective writing and a number of possible outcomes identified from the literature.FindingsA significant relationship is found between seven of eight outcomes tested; academic learning, the need for self‐development, actual self‐development, critical review, awareness of ones' own mental functions, decision making and empowerment and emancipation. There is some evidence of a relationship between non‐academic learning and reflective writing, but it is not significant. A number of themes emerged from the reflective writings regarding reflection itself, with students seeing reflection as a positive activity, with benefits for the individual, groups and in the workplace, and identifying reflection as a skill that can be practiced and developed.Practical implicationsReflection and reflective writing as a management skill has potential benefits for personal and professional development and improving work‐based practice.Originality/valueThis paper differs from the previous literature in presenting statistical evidence to confirm the relationships between reflective writing and a range of potential outcomes.
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